4-1 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e C HAPTER 4 TAEDEL502A Provide advanced facilitation practice

4-2 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e What constitutes ‘advanced practice’? Extending beyond basic facilitation practices Preparing for complex environments Preparing for learners with complex needs Developing independence in your learners Reflection to improve practice

4-3 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice Update your knowledge of learning methods What can you take from contemporary learning theories to use in your facilitation?

4-4 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice (cont.) Maintain vocational and VET currency Keep up-to-date with what’s happening in the world of adult education research What’s new in your profession/trade? Stay relevant by staying current with emerging industry or sector trends and developments

4-5 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice (cont.) Join a national or local VET association Examples of associations include: Australian Institute of Training and Development Velg Training (formerly the Voc Ed Learning Group) Vocational Education and Training Industry Group LinkedIn (and associated groups within the LinkedIn network) and Join an association or organisation related to your profession/trade (e.g. Master Builders)

4-6 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice (cont.) Be flexible, innovative and responsive Don’t get ‘stuck in the mud’. When things change, change with them—don’t fight against them! Look for ways to innovate and work smarter, not harder.

4-7 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice (cont.) Table 4.1 Factors affecting training practice

4-8 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Extending your practice (cont.) Constantly look at ways to improve Reflect upon every session, always looking for ways to do better. Keep a record of what you’ve found to refer back to later.

4-9 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Complex learning environments Complex environments for learning may include: workplaces undergoing change or conflict different cultural contexts for the learner correctional institutions noisy or uncomfortable training locations

4-10 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Complex learning environments (cont.) Change and conflict in the workplace Changes Merger, take-over, downsizing, relocation, lay-offs, restructuring, departmental change Conflict Industrial disputes, hostile takeovers, internal factions

4-11 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Complex learning environments (cont.) Differing cultural contexts Difficulties where the cultural context is different from what the learner knows, e.g. where a heavy industry worker is placed into the PC environment of a public service office setting.

4-12 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Complex learning environments (cont.) Correctional institutions Prisons, detention centres or other facilities where people are legally detained.

4-13 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Complex learning environments (cont.) Uncomfortable or extreme environments Noisy Dusty Odorous Windy High altitude Hot/cold Dirty Wet/damp

4-14 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Consulting with those ‘in the know’ Personnel from within your organisation: –other facilitators who may have experience with these constraints or environments –training manager –learning support staff Representatives from your client’s organisation: –other trainers –managers or supervisors –facilities managers –health and safety representatives –learners Specialists (e.g. external WHS advisors)

4-15 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Review your strategies Review and update your TAS (as required) to include your identified barriers or constraints and the resources or approaches required to address them

4-16 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Learners with complex needs Disengaged learners Learners with learning difficulties Learners with disabilities

4-17 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e What causes ‘disengagement’? The training is not thought of as relevant or interesting Oppositional identity Lack of self-efficacy (self-belief) Inaccurate understanding of how to succeed Lack of aspiration Peer pressure Material is too easy or too hard Pace of instruction is too fast or too slow Complex ideas are being delivered Poor literacy or numeracy skills Limited vocabulary Insufficient background information about the material Being required to take tests and do homework

4-18 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e People with disabilities Hearing Sight Speech Coordination Mobility Other physical/dexterity impairment Learning difficulties

4-19 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Learning difficulties Dyslexia Dysphasia/dysgraphia Dyscalculia Developmental Dyspraxia, and Non-verbal Learning Disability (NLD/NVLD) Language, literacy and numeracy development (covered in Chapter 6)

4-20 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Supporting learners Use your state and national resources to assist you to develop strategies Learning Disabilities, at Australian Psychological Society Learning Difficulties, at Learning Difficulties Australia Vocational Education and Training Disability Support Service (Queensland)

4-21 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Customising your TAS toinclude support

4-22 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Supporting learners Refer to Table 4.3 ‘Examples of adjustments to learning materials to suit learners with disabilities’ in your book (pages 120-1)

4-23 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Learner independence Learner independence is also commonly known as learner autonomy, independent learning, lifelong learning, learning to learn or thinking skills. (Sinclair, 2001) We develop learner independence through enhancing experiences, addressing barriers and establishing enabling processes.

4-24 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Enhancing experiences Use differing styles of facilitation demonstration/modelling guided instruction presentations/lectures (including interactive lectures) guided facilitation of activities/group work/case studies initiating and facilitating group discussions brainstorming activities providing and guiding practice opportunities inclusive practice learning-by-teaching collaborative or individual learning activities and projects coaching/mentoring/tutoring blended learning (combinations of styles)

4-25 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Addressing barriers Internal barriers to learning Fear of being judged or fear of failure, including peer or cultural pressures relating to undertaking learning. Personal prejudices, beliefs and habits that can result in the inability to accept the perspective of others Language, literacy and numeracy skills Level of education

4-26 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Addressing barriers (cont.) External barriers to learning Fear for personal safety (e.g. bullying) Age (effects of getting older, e.g. loss of hearing, failing eyesight or reduced physical strength, dexterity, agility and mobility) Physical health Emotional and psychological health, personal fears and anxieties Cultural expectations and norms External motivators, such as where failing to attend results in loss of payments or employment Communication (you and others around you)

4-27 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Developing independence We are aiming to achieve a situation in which learners set their own aims and goals for learning choose how they want to learn, understanding what is most effective for their personal learning style plan and organise their own study and work effectively organise themselves and set time to learn learn through experiences and practical application identify and solve problems for themselves or identify their own weakness and include collaboration think creatively (develop abstract thought) and communicate effectively assess their own progress in relation to their learning goals

4-28 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Developing independence (cont.) Enabling development of autonomy: teaching how to learn Without guidance or facilitation a learner may never make the step from directed to self-directed learning. Lowry (1989) summarises the work of several authors on how educators can enable self-directed learning. This framework for teaching how to learn is found on pages of your textbook.

4-29 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Reflection for improvement Seek input from others about our teaching, facilitation and learning practices Review your practices to identify opportunities for improvement Implement your improvement plan—review and adjust as required

4-30 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Seeking feedback Relevant others who can provide useful feedback Other facilitators, such as those within your professional network Your manager or supervisor Other training or assessment staff Participants/learners Clients Mentors or coaches Professional development personnel Professional association representatives The education faculty staff of universities

4-31 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Review your performance  What went well, and what could have gone better?  What do I need to do to improve this?  Which strategies/approaches/resources were well received, and which were not?  How can I improve them?  Could they have been MORE effective?  What extra resources could I have used/do I need?

4-32 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Review your performance (cont.) Communication is key! Facilitation hinges, almost exclusively, on how well you communicate. Most facilitators will review their overall performance and look at contributing factors, but don’t always spend the time to actually look critically at their communication skills.

4-33 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Creating an improvement plan Document feedback received Document personal reflections Develop strategies for improvement Set SMART goals

4-34 Copyright © 2013 McGraw-Hill Education (Australia) Pty Ltd Hill, Hill, Perlitz, Professional Training & Assessment, 1e Implementing the improvement plan Implement Review Adjust as needed